3.1Patterns order and Organisations p36 What is classification? Characteristics of living things 5 Kingdoms
Investigation 3.2 – Is it alive?
JacPLUS interactive: Time Out: “Kingdoms’
EP Year 07 Science Understanding à Biological Sciences à Classification à 1. What is Classification à 1.1 Introduction to Classification AND 1.2 Uses of Classification (17 mins)
EP Year 07 Science Understanding à Biological Sciences à Classification à 2. Living or Non Living à 2.1 Living or Non-Living AND 2.2 MRS GREN (41 mins)
EP Year 07 Science Understanding à Biological Sciences à Classification à 5. Kingdoms of Life à 5.1 The 6 Kingdoms (14 mins)
3.2 Unlocking meaning – patterns in scientific language p43 3.3 Unlocking patterns in scientific names p48
Scientific naming activity OR Classification Research Project OR Classification Children’s Story Book
EP Year 07 Science Understanding à Biological Sciences à Classification à 4. Linnaean Classification à 4.2 Bionomial Nomenclature (10 mins) AND 4.3 Species and Hybrids (6 mins)
Words to Learn Binomial nomenclature
3
3.4 Keys to Unlock Identity p53
Investigation 3.4 – Making a class key
Classifying my pencil case
Silly Science dichotomous key
EP Year 07 Science Understanding à Biological Sciences à Classification à 3. Dichotomous Keys à 3.1 Dichotomous Keys (33 mins)
Words to Learn Dichotomous key, field guide
4
3.5 Which animal p60
Animal alphabet
Identifying animal groups
What animal is that (specimen jars)
EP Year 07 Science Understanding à Biological Sciences à Classification à 5. Kingdoms of Life à 5.2 Animal Phyla (25 mins)
Words to Learn Vertebrate, invertebrate, exoskeleton, endoskeleton, radial symmetry, bilateral symmetry
5
3.6 Got a backbone! p63
EP Year 07 Science Understanding à Biological Sciences à Classification à 5. Kingdoms of Life à 5.3 Vertebrates (11 mins)
Words to Learn Birds, mammals, fish, reptiles, amphibians
6
3.7 Mammals p67
C:Documents and SettingseholmanLocal SettingsTemporary Internet FilesContent.IE53HL09GGZj0428385[1].wmf
Words to Learn Placental mammal, marsupial, monotreme, pouch
Photo assignment
Photograph birds around your home. choose 3 photos to present and classify the species you have found
Present your best photos and its classification as a photo that could be added to our school photogallery
7
3.8 No backbone! p72
Invertebrate zoo
Words to Learn Arthropods, molluscs, echinoderms, porifera, cnidarians, annelids, nemotodes, Platyhelminthes, insects
8
3.10 Which plant p80
EP Year 07 Science Understanding à Biological Sciences à Classification à 5. Kingdoms of Life à 5.4 Plant Divisions (5 mins)
Words to Learn Angiosperms, gymnosperms, pteridophytes, bryophytes, xylem, phloem, vascular tissue, liverwort, moss, fern, conifer, tracheophyte
9
3.12 Plants no more p89
Algae, lichen, fungi
Year 7 Classification– Chapter 3
K
Class notes
what does it mean to be alive
living things have 1 or more cells - must be able to grow, reproduce ,
you require oxygen, water and nutrients produce waste and assimilate their food
dead things were.....
non living things can not ........
Classifying animals
We group animals based on their main structural features.
We generally do not classify animals based on colour or size or things it might be able to do until we get to the Family level.
The best way to start is to ask the question; "Does it have a backbone?" . This will put the animal into either the vertebrates (with backbones) or the invertebrates (without backbones).
The next best question to ask often refers to their outer covering. For example - do they have feathers, scales, smooth moist skin, or fur. These questions will put the animal into the correct Class.
After this the questions you might ask may be very specific and refer to particular structures the animal may have. For example with mammals we might ask do they have a pouch? - this would separate out all the marsupials from the other mammals.
What are the criteria you used to separate the animals into the groups?
Invertebrates
Cnidarians
Jellyfish
Corals
Anemones
Their characteristics are no digestive system, mouth is the anus. uses tentacles with stinging cells to capture tiny microscopic animals or debris. Bigger anemones can catch small fish with their tentacles. No brain, no specialised organs but they have specialised cells. Soft bodies no bones or shell.
Arthropoda
Jointed legs and definite body parts like a head, thorax and abdomen. Inside its exoskeleton are its organs like heart, digestive system, liver kidney etc. but they don't have bones. They do have antennae and multiples of eyes but no ears.
Centipedes
Millipedes
Arachnids
Crustaceans -have a multistage life cycle that starts in the water, and they have gills, often have nippers
Insects
Molluscs -
(Shell) on the outside and a large muscular foot. often slimy, soft body, heart, gills, digestive system, nervous system, brain (small except in octopus and squids- very intelligent) Eyes on stalks or very well developed
Worms
Mouth and anus (tube digestive system) no lungs - some have a simple heart. No eyes or ears, simple nervous system. May have more than one brain - just a collection of nerve cells
Flatworms
Segmented worms
Vertebrates
Fish
amphibians
reptiles
birds
mammals
placentals
monotremes
marsupials
Student submitted notes\
Poriferans are commonly referred to as sponges. An early branching event in the history of animals separated the sponges from other metazoans. As one would expect based on their phylogenetic position, fossil sponges are among the oldest known animal fossils, dating from the Late Precambrian. Since then, sponges have been conspicuous members of many fossil communities; the number of described fossil genera exceeds 900. The approximately 5,000 living sponge species are classified in the phylum Porifera, which is composed of three distinct groups, the Hexactinellida (glass sponges),\ Sylvia
Flat worms... Nina
Is this a phlya or class? Class
How they'd reproduce? They lay hundreds of tiny eggs, if you get half of a flatworm in half it can reproduce a nother one or you sexually have baby.
skin or covering? skin, flat, usually unsegmented bodies.
warm or cold blooded? cold blooded.
special feature? they have a mouth but no anus
2 pictures of a flatworm...
Specimens at school
Specimen
number
Name
Covering
exoskeleton
endoskeleton
Limbs
habitat
Warm/
cold blooded
endotherm or
ectotherm
How they eat
Symmetry
radial
bilateral
or none
1
2
jelly fish
none
none, tentacles
marine
ectotherm
mouth no digestive system, tentacles
radial
3
4
5
6
yabby
exoskeleton
>10
7
starfish
exoskeleton
8
marine
ectotherm
radula,
radial
8
sponge
none
none
marine
ectotherm
no mouth
none
9
10
11
dragon fly
exoskeleton
6 legs and 4 wings
bilateral
12
octopus
none
8
marine
cold
mouth, beak, and digestive system
bilateral
13
snake
scales
0
land
ectotherm
mouth teeth
bilateral
14
15
centipede
exoskeleton
1 pair per body part
16
spider
exoskeleton
8
land
ectotherm
mouth, mandibles
bilateral
17
shark
horny skin
4 fins
marine
ectotherm
teeth mouth
bilateral
18
bird
feathers, scales on the legs
4 2 legs and 2 wings
forest, plains
endotherm
BEAK AND MOUTH
bilateral
19
bat
fur
4 legs
forest
endotherm
teeth and mouth
bilateral
20
cicada
exoskeleton
6
Task number 2
Make a dichotomous key for the specimens in the table.
The idea is to ask successive questions of the specimen there there can only be 2 answers generally a yes or no. The result of the final question is the specimens name.
The best place to start is with the most general characteristic. In this collection it might be "Symmetry
The Key
1. a) Does it have no symmetry ............yes (sponge)
1.b) go to 2
2a) does it have radial symmetry ...........yes (3a)
2b) go to 4 --(we may have to change this number later)
3a) does it have rough skin and more than 7 definite legs ........starfish
3b) jelly fish
4a) does it have an exoskeleton yes (5a)
4b) no go to 10 ( we may have to change this later)
5a)does it have 6 legs yes (6a)
5b no go to 7a ( may have to change this
6a)does it have 4 wings yes -- dragon fly
6b) no ---cicada
7a) does it have 8 legs -.........yes .....spider
7b) does it have one pair of legs per segment ..........centipede
Classifying Plants
To belong to the Plant kingdom an organism must have some green parts which are used for photosynthesis. (this is the process where plants convert water and carbon dioxide in the presence of light and chlorophyll into oxygen and glucose)
Plants can be divided further based on how they stand up. Tracheophytes - plants with tubes that transport food and water from their top to their roots. We call these tubes VASCULAR TISSUE.
Plants without vascular tissue can't grow very tall and these include the BRYOPHYTES. Examples of bryophytes are the mosses and liverworts.
Examples of plants in the Tracheophytes are the
Angiosperms - plants that produce flowers and seeds in order to reproduce.
Gymnosperms - naked seed plants. They have distinct male parts that produce pollen female cones that when fertilised produce a thin flaky seed.
Pteridophytes are ferns. They produce spores that grow into either a male or female plant. When the sex cells are combine a new plant like the adult fern will grow.
Research project on an animal. Prezi or other presentation Sifting and Sorting 6.1 Scientific naming 6.2 Sorting animals 6.3
Long term project to take some brilliant animal or plant photos to include in our "School organism register"
Words to Learn Phylum class order family genus species animalia plantae monera fungi protista chordate mammalia aves amphibian reptile binomial nomenclature
2
3.3 Keys to Unlock Identitiy – Using keys P70 qu 1-12
Living Things Brainstorm with a partner/share with class - What does it mean to be alive? - Challenge the ideas with examples (e.g. do plants have a brain?) Worksheet: is it alive? Memory Trick: MRS C GREN Read from text and complete worksheet: characteristics of living things.
2
Living Things - Go over worksheet: characteristics of living things. Use PowerPoint. - Video: plant response to stimuli (phototropism & thigmotropism) Prac: mustard seeds
3
Intro to Classification Discussion: What is classification? - Putting things into groups How do we put classify things? - Based on similarities between them How could we classify people in this class? - E.g. by hair colour, summer/winter uniform, eye colour, hair up/out Why do we classify things? - Read pp 158 under ‘Classification’ & ‘Classifying living things’ - Easier to deal with smaller groups (e.g. can talk about the entire cat family rather than listing all of them) - If you don’t know what a particular species is, you can look at how it is classified and see what it is related to - If new living things are discovered, easy to put them into the correct group based on their features Creepy Critters Activity - Groups of 4
4
Creepy Critters Finish activity Mustard Seeds Check seeds and draw results Homework: finish writing up mustard seed prac. Hand in on loose-leaf next lesson.
5
Dichotomous Keys Read p. 161
Talk through fig 6.2.7 and 6.2.8
Prac: classify the class. Write up key on board. Discuss characteristics used – e.g. subjective vs. objective, would this key be the same tomorrow?
Prac: Creating a Pasta Key Do in workbook – do in FLOW CHART form
Homework: using dichotomous keys worksheet. Due Tuesday – need to hand in.
5
Mustard Seeds Prac due – hand in at start of lesson Classification System Read text p. 158 under ‘Groups of living things’ Notes/Discussion: all living things can be divided into separate groups, these groups are divided again. Draw tree diagram on board. Use pp. 159-160 to explain each step. Kingdom, Phylum, Class, Order, Family, Genus, Species (organisms are classified as the same species if they can produce fertile offspring). – KIDS PREFER CHOCOLATE OVER FRIED GREEN SPINACH. Fig 6.2.4 – shows the 5 kingdoms, will learn about each of them. PowerPoint: Classification system + questions Show example with humans: Kingdom: Animals Phylum: Chordata Class: Mammals Order: Primates Family: Hominidae Genus: Homo Species: Sapiens Naming Species Notes: Each species on earth is given a unique name. The first part of the name is the genus and the second part the species. This is called the binomial system of naming. The name is always written in italics. Discussion: what would the scientific name for humans? Homework: homework book 6.2 – Scientific Naming
6
Go over answers to 6.2
The 5 Kingdoms Video – 23 mins running time Answer the following questions as you watch:
Discuss the difficulties in creating a classification system.
What equipment has helped with creating a classification system?
What is the difference between a single-celled and a multicellular organism?
List the 5 kingdoms
Worksheet: The Five Kingdoms – read through & highlight main points.
Homework book: 6.1 Sifting and Sorting
7
Animal Classification Going to start looking at each kingdom, starting with animals.
Yr 7.3 Classification
Year 7 Classification – Chapter 3Pre-test: http://www.classroomclipboard.com/490625/Test/5C84EB6309644D70A2E4431769496529
Access code:TJPG
TEXTBOOK
HOMEWORK
What is classification?
Characteristics of living things
5 Kingdoms
JacPLUS interactive: Time Out: “Kingdoms’
EP Year 07 Science Understanding à
Biological Sciences à Classification à
1. What is Classification à 1.1 Introduction to Classification AND 1.2 Uses of Classification
(17 mins)
EP Year 07 Science Understanding à
Biological Sciences à Classification à 2. Living or Non Living à 2.1 Living or Non-Living AND 2.2 MRS GREN
(41 mins)
EP Year 07 Science Understanding à
Biological Sciences à Classification à 5. Kingdoms of Life à 5.1 The 6 Kingdoms (14 mins)
PowerPoint: which kingdom do I belong to?
classification, organism, living, non-living, dead, alive, cells, reproduce, excrete, respire, respond, nutrition, move, grow, multicellular, unicellular, taxonomy, kingdom, phylum, class, order, family, genus, species, Animalia, plantae, monera, fungi, protista
3.3 Unlocking patterns in scientific names p48
EP Year 07 Science Understanding à
Biological Sciences à Classification à 4. Linnaean Classification à 4.2 Bionomial Nomenclature (10 mins) AND 4.3 Species and Hybrids (6 mins)
Binomial nomenclature
Classifying my pencil case
Silly Science dichotomous key
EP Year 07 Science Understanding à
Biological Sciences à Classification à 3. Dichotomous Keys à 3.1 Dichotomous Keys (33 mins)
Dichotomous key, field guide
Identifying animal groups
What animal is that (specimen jars)
EP Year 07 Science Understanding à
Biological Sciences à Classification à 5. Kingdoms of Life à 5.2 Animal Phyla (25 mins)
Vertebrate, invertebrate, exoskeleton, endoskeleton, radial symmetry, bilateral symmetry
Biological Sciences à Classification à 5. Kingdoms of Life à 5.3 Vertebrates (11 mins)
Birds, mammals, fish, reptiles, amphibians
Mammals Venn diagram
Placental mammal, marsupial, monotreme, pouch
Arthropods, molluscs, echinoderms, porifera, cnidarians, annelids, nemotodes, Platyhelminthes, insects
Biological Sciences à Classification à 5. Kingdoms of Life à 5.4 Plant Divisions (5 mins)
Angiosperms, gymnosperms, pteridophytes, bryophytes, xylem, phloem, vascular tissue, liverwort, moss, fern, conifer, tracheophyte
Year 7 Classification – Chapter 3
Class notes
what does it mean to be alive
living things have 1 or more cells - must be able to grow, reproduce ,you require oxygen, water and nutrients produce waste and assimilate their food
dead things were.....
non living things can not ........
Classifying animals
We group animals based on their main structural features.
We generally do not classify animals based on colour or size or things it might be able to do until we get to the Family level.
The best way to start is to ask the question; "Does it have a backbone?" . This will put the animal into either the vertebrates (with backbones) or the invertebrates (without backbones).
The next best question to ask often refers to their outer covering. For example - do they have feathers, scales, smooth moist skin, or fur. These questions will put the animal into the correct Class.
After this the questions you might ask may be very specific and refer to particular structures the animal may have. For example with mammals we might ask do they have a pouch? - this would separate out all the marsupials from the other mammals.
What are the criteria you used to separate the animals into the groups?
Invertebrates
Cnidarians
JellyfishCorals
Anemones
Their characteristics are no digestive system, mouth is the anus. uses tentacles with stinging cells to capture tiny microscopic animals or debris. Bigger anemones can catch small fish with their tentacles. No brain, no specialised organs but they have specialised cells. Soft bodies no bones or shell.
Arthropoda
Jointed legs and definite body parts like a head, thorax and abdomen. Inside its exoskeleton are its organs like heart, digestive system, liver kidney etc. but they don't have bones. They do have antennae and multiples of eyes but no ears.Centipedes
Millipedes
Arachnids
Crustaceans -have a multistage life cycle that starts in the water, and they have gills, often have nippers
Insects
Molluscs -
(Shell) on the outside and a large muscular foot. often slimy, soft body, heart, gills, digestive system, nervous system, brain (small except in octopus and squids- very intelligent) Eyes on stalks or very well developedWorms
Mouth and anus (tube digestive system) no lungs - some have a simple heart. No eyes or ears, simple nervous system. May have more than one brain - just a collection of nerve cellsFlatworms
Segmented worms
Vertebrates
- placentals
Student submitted notes\monotremes
marsupials
Poriferans are commonly referred to as sponges. An early branching event in the history of animals separated the sponges from other metazoans. As one would expect based on their phylogenetic position, fossil sponges are among the oldest known animal fossils, dating from the Late Precambrian. Since then, sponges have been conspicuous members of many fossil communities; the number of described fossil genera exceeds 900. The approximately 5,000 living sponge species are classified in the phylum Porifera, which is composed of three distinct groups, the Hexactinellida (glass sponges),\ Sylvia
Flat worms... Nina
Is this a phlya or class? Class
How they'd reproduce? They lay hundreds of tiny eggs, if you get half of a flatworm in half it can reproduce a nother one or you sexually have baby.
skin or covering? skin, flat, usually unsegmented bodies.
warm or cold blooded? cold blooded.
special feature? they have a mouth but no anus
2 pictures of a flatworm...
Specimens at school
number
exoskeleton
endoskeleton
cold blooded
endotherm or
ectotherm
radial
bilateral
or none
Task number 2
Make a dichotomous key for the specimens in the table.
The idea is to ask successive questions of the specimen there there can only be 2 answers generally a yes or no. The result of the final question is the specimens name.
The best place to start is with the most general characteristic. In this collection it might be "Symmetry
The Key
1. a) Does it have no symmetry ............yes (sponge)
1.b) go to 2
2a) does it have radial symmetry ...........yes (3a)
2b) go to 4 --(we may have to change this number later)
3a) does it have rough skin and more than 7 definite legs ........starfish
3b) jelly fish
4a) does it have an exoskeleton yes (5a)
4b) no go to 10 ( we may have to change this later)
5a)does it have 6 legs yes (6a)
5b no go to 7a ( may have to change this
6a)does it have 4 wings yes -- dragon fly
6b) no ---cicada
7a) does it have 8 legs -.........yes .....spider
7b) does it have one pair of legs per segment ..........centipede
Detailed arthropod classification to order.
http://bijlmakers.com/entomology/classification/Insect_classification.htm
Pictures of insects to match against order
http://bugguide.net/node/view/15740
Classifying Plants
To belong to the Plant kingdom an organism must have some green parts which are used for photosynthesis. (this is the process where plants convert water and carbon dioxide in the presence of light and chlorophyll into oxygen and glucose)
Plants can be divided further based on how they stand up. Tracheophytes - plants with tubes that transport food and water from their top to their roots. We call these tubes VASCULAR TISSUE.
Plants without vascular tissue can't grow very tall and these include the BRYOPHYTES. Examples of bryophytes are the mosses and liverworts.
Examples of plants in the Tracheophytes are the
Angiosperms - plants that produce flowers and seeds in order to reproduce.
Gymnosperms - naked seed plants. They have distinct male parts that produce pollen female cones that when fertilised produce a thin flaky seed.
Pteridophytes are ferns. They produce spores that grow into either a male or female plant. When the sex cells are combine a new plant like the adult fern will grow.
Pteridophytes
Angiosperms
Gymnosperms
Tracheophytes
Ferns
Flowering plants
Conifers
Plants with stems
Quiz on
Chap
3.1 , 3.2, 3.3, 3.4, 3.5, 3.6, 3.8,
Old classification courses
glossary
online test
TEXTBOOK
HOMEWORK
Classification hierarchy.
What is a species
Naming organisms
P65 qu 1-7 ext. 8
1. EP task 1
https://www.educationperfect.com/login/#Task=89536
2. **doc-6051**
3. **doc-6052**
4.int-0204
5. Activity: Animal observations
6. Down load app for ipad VIC Field Guide
Sifting and Sorting 6.1
Scientific naming 6.2
Sorting animals 6.3
Long term project to take some brilliant animal or plant photos to include in our "School organism register"
Phylum class order family genus species animalia plantae monera fungi protista chordate mammalia aves amphibian reptile binomial nomenclature
Using keys
P70 qu 1-12
Doc-6053
Dichotomous key, field guide
Recognising vertebrates and invertebrates
P81 qu 1-4
3.7 Invertebrates
Mammal placental monotreme marsupial pouch echidna platypus
P96 qu 1
Tracheophyte angiosperm conifer liverwort moss fern
P 105 qu 1-5
Cell oxygen excrete nutrient responds reproduces
Year 7 ‘Classification’ key concepts
|||||| Key Concept
Heterotrophs
Endothermic
Ectothermic
Photosynthesis
Autotroph
Response
Stomata
Vertebrate
respiration
Dichotomous key
Classification
Amphibians
Reptiles
Birds
Fish
Mammals
Exoskeleton
Arthropods
Molluscs
Worms
Fungi
Monera
Protists
Organism
Exoskeleton
TEXTBOOK
HOMEWORK BOOK
Revision: Q.1 – 17
Thinking: Q18
Thinking: Q.23 – 24.
Sifting and sorting
Worksheet 3: “Creepy Critters”
Revision:Q.1 – 16.
Prac 2: Classifying your pencil case (p.163)
Scientific naming
Revision: Q.1 – 9.
Thinking: Q.10 - 14
Sorting animals
“What animal is that?” (animals in jars)
Worksheet 7: Classifying things
‘ICT Task’
Revision: Q.1- 8.
Thinking: Q.9 – 12.
Revision:Q.1 – 6.
Thinking: Q. 7
Classification crossword
Make your own animal go here
http://switchzoo.com/zoo.htm
Summary questions p.60
Sci-words
Worksheet 11: Word find
Year 7 Science ‘Classification’ Unit: MGSC
Brainstorm with a partner/share with class
- What does it mean to be alive?
- Challenge the ideas with examples (e.g. do plants have a brain?)
Worksheet: is it alive?
Memory Trick: MRS C GREN
Read from text and complete worksheet: characteristics of living things.
- Go over worksheet: characteristics of living things. Use PowerPoint.
- Video: plant response to stimuli (phototropism & thigmotropism)
Prac: mustard seeds
Discussion:
What is classification?
- Putting things into groups
How do we put classify things?
- Based on similarities between them
How could we classify people in this class?
- E.g. by hair colour, summer/winter uniform, eye colour, hair up/out
Why do we classify things?
- Read pp 158 under ‘Classification’ & ‘Classifying living things’
- Easier to deal with smaller groups (e.g. can talk about the entire cat family rather than listing all of them)
- If you don’t know what a particular species is, you can look at how it is classified and see what it is related to
- If new living things are discovered, easy to put them into the correct group based on their features
Creepy Critters Activity
- Groups of 4
Finish activity
Mustard Seeds
Check seeds and draw results
Homework: finish writing up mustard seed prac. Hand in on loose-leaf next lesson.
Read p. 161
Talk through fig 6.2.7 and 6.2.8
Prac: classify the class. Write up key on board. Discuss characteristics used – e.g. subjective vs. objective, would this key be the same tomorrow?
Prac: Creating a Pasta Key
Do in workbook – do in FLOW CHART form
Homework: using dichotomous keys worksheet. Due Tuesday – need to hand in.
Classification System
Read text p. 158 under ‘Groups of living things’
Notes/Discussion: all living things can be divided into separate groups, these groups are divided again. Draw tree diagram on board. Use pp. 159-160 to explain each step.
Kingdom, Phylum, Class, Order, Family, Genus, Species (organisms are classified as the same species if they can produce fertile offspring). – KIDS PREFER CHOCOLATE OVER FRIED GREEN SPINACH.
Fig 6.2.4 – shows the 5 kingdoms, will learn about each of them.
PowerPoint: Classification system + questions
Show example with humans:
Kingdom: Animals
Phylum: Chordata
Class: Mammals
Order: Primates
Family: Hominidae
Genus: Homo
Species: Sapiens
Naming Species
Notes: Each species on earth is given a unique name. The first part of the name is the genus and the second part the species. This is called the binomial system of naming. The name is always written in italics.
Discussion: what would the scientific name for humans?
Homework: homework book 6.2 – Scientific Naming
The 5 Kingdoms
Video – 23 mins running time
Answer the following questions as you watch:
Worksheet: The Five Kingdoms – read through & highlight main points.
Homework book: 6.1 Sifting and Sorting
Going to start looking at each kingdom, starting with animals.
Jigsaw
Groups needed:
Vertebrates: amphibians, reptiles, birds, fish, mammals,
Invertebrates: cnidarians, arthropods, molluscs, worms
What animal is that?
Given mystery animal, need to write a report on how it would be classified.
Fish dissection
Invertebrate task
Pics of different groups of plants
What makes them the same?
What are the differences?